Care Plan Writing in Nursing Education: Challenges, Competence, and Clinical Preparedness

Background: Care plans are a critical tool in nursing education for enhancing students' competence. However, undergraduate nursing students often lack sufficient experience in writing them, which may hinder their clinical preparedness and ability to deliver high-quality patient care. Objectives: This study explores the experiences of undergraduate nursing students in writing care plans, focusing on their learning processes, challenges, and the impact on their clinical competence and professional development. Design: A qualitative study utilizing focus group interviews was conducted. Methods: Semi-structured interviews with open-ended questions were conducted with 15 undergraduate nursing students. Data were analyzed using Colaizzi’s phenomenological method to identify key themes. Results: Four main themes emerged: (1) enhancement and integration of knowledge and skills, (2) initiative learning attitudes and motivation, (3) adequate support and feedback from tutors, and (4) difficulties in transitioning from classroom learning to clinical practice. The findings highlight that care plan writing enhances students' competence in patient care, with positive learning attitudes and tutor feedback playing crucial roles. However, challenges persist in applying classroom knowledge to complex clinical scenarios, particularly in prioritizing interventions and managing time effectively. Conclusion: Writing care plans fosters both personal and professional development, improving students' clinical competence and preparing them for real-world practice. Nurse tutors should encourage consistent practice in care plan writing, provide timely feedback, and share clinical experiences to support students' learning. These findings underscore the importance of integrating care plan writing into nursing education to bridge the gap between theory and practice, ultimately enhancing the quality of patient care.